Presentation on theme: "Www.engageNY.org Caveat: These training materials include some items from the anticipated changes from enactment of amendments to Education Law 3012-c."— Presentation transcript:
Context of the Student What are the student(s) IEP goals? What IEP will you be addressing? How will you know that students were successful in moving toward mastery of their IEP goals? What accommodations will student(s) be using based on the IEP? How will you monitor student progress on IEP goals?
Context of the Content How will you ensure that students with disabilities are working on content aligned with the content of their grade level peers? What adaptations will you make to the content based on student(s) IEP? How will you evaluate the effectiveness of those adaptations?
Context of Instruction-Methodology What adaptations will you make in your methodology of instruction based on student(s)IEP? What teaching strategies will you use that are specific to the students with disabilities in the classroom? How will you evaluate the effectiveness of the teaching strategies?
Context of Instruction-Delivery What adaptations will you make in the delivery of instruction based on student(s) IEP? What learning strategies will you teach? How will you teach those learning strategies? How will you support students in generalizing strategies to other settings?
Direct or Indirect Consult Special education teacher provides services to adapt the content, methodology, or delivery of instruction to support SWD’s. General education teacher provides primary academic instruction * Special Consideration-There are two models of consultant teaching Direct Consult Special education teacher works directly with the SWD in general education class instruction Indirect Consult Special education teacher assists the general education teacher Questions to Consider… Are teachers implementing their roles with fidelity? Is there evidence of collaboration?
Integrated Co-Teaching Instruction delivered jointly by two or more professionals for a diverse group of students with and with out disabilities *Specials Consideration- Administrators should note a variety of co-teaching models during mini-observations *Special Consideration- Special education teacher needs to have a more in-depth knowledge of the content Questions to consider.. What evidence is there of co-planning? What types of co-teaching models are being used? Are those models being implemented with fidelity? How are the interactions between gen ed and sped teacher impacting the classroom climate?
Resource Room Supplementing the regular or special classroom instruction of students with disabilities *Special Consideration- Homework and content area text may be incorporated for independent practice, but homework should never be “the lesson” Questions to consider…. What is the skill focus of the lesson? How is the general education content being supported? What evidence is there of collaboration and communication with stakeholders?
Special Class Provides primary instruction to a group of students in a self- contained setting, separate from their non-disabled peers *Special Considerations- There are a variety of configurations based on intensity of student need: 15:1 Specialized instruction 12:1:1 Management needs interfere with Instructional process 8:1:1 Intensive management needs 6:1:1 Highly intensive management needs 12:1 (3:1) Severe, multiple disabilities in Special Class *Special Considerations- The special education teacher is also responsible for teaching content Questions to Consider.. Do students have access to the content? How is the content being adapted to meet the ability levels of the student? What types of materials are students using? How are functional behavior plans and behavior intervention plans being developed and implemented?
Paraprofessionals- What is the Role of the Paraprofessional? Teaching Assistants working with individual students or groups of students on special instructional projects; providing the teacher with information about students which will assist the teacher in the development of appropriate learning and behavioral experiences; assisting students in the use of available instructional resources and development of instructional materials; assisting in the development of instructional materials; assisting in providing testing accommodations; assisting in related instructional work as required; and assisting students with specific health related activities as appropriate. Teacher Aides assisting in physical care tasks and health-related activities; assisting students with behavioral/management needs; assisting in the set up of equipment reading to and playing audio-visual materials for children in lower grades; assisting in proctoring and other tasks related to the administration of examinations; assisting in the correction of test papers, recording of grades, maintaining of files and preparing statistical reports; managing records, materials and equipment; and supervising students (e.g., watching students during recess, hall transitions, etc.).
Who are we looking at? “ESL Teachers” Second language acquisition Cultural components ESL standards, curriculum & assessment Best instructional practice for ELLs Training or experience with content areas? “Teachers of ELLs” Any teacher with ELLs Any subject Any grade level Generalists & specialists Training or experience with ELLs & SLA?